@inproceedings{37727, author = {{Hellmich, Frank and Hoya, Fabian Karl}}, publisher = {{Leuphana Universität Lüneburg}}, title = {{{Wahrnehmung von Feedback bei Mädchen und Jungen im Leseunterricht der Grundschule. Vortrag auf der 83. Tagung der Arbeitsgruppe Empirische Pädagogische Forschung (AEPF)}}}, year = {{2018}}, } @inproceedings{37738, author = {{Hellmich, Frank}}, publisher = {{Free University Bolzano}}, title = {{{Discussion on "Friendships, friendship quality and friendship stability between students with and without special educational needs" (Chairs: Elias Avramidis & Susanne Schwab). ECER 2018}}}, year = {{2018}}, } @inproceedings{37734, author = {{Hoya, Fabian Karl and Löper, Marwin Felix and Blumberg, Eva and Schwab, Susanne and Hellmich, Frank}}, publisher = {{Goethe-Universität Frankfurt am Main}}, title = {{{Lernumgebungen für den naturwissenschaftlichen Sachunterricht in der Grundschule kooperativ gestalten – ein Projekt zur Förderung des kooperativen Lernens von angehenden Grund- und Förderschullehrkräften. Posterpräsentation auf der 27. Jahrestagung „Diversität und soziale Ungleichheit – Herausforderungen an die Integrationsleistung der Grundschule“ der Kommission „Grundschulforschung und Pädagogik der Primarstufe“ (Sektion Schulpädagogik) der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)}}}, year = {{2018}}, } @inproceedings{37747, author = {{Löper, Marwin Felix and Blumberg, Eva and Görel, Gamze and Hellmich, Frank and Hoya, Fabian Karl and Kirsch, Alexander and McAnaney, Jessica and Mester, Theresa and Schulze, Jan Roland and Schwab, Susanne}}, publisher = {{Goethe-Universität Frankfurt am Main}}, title = {{{Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule. Posterpräsentation bei der Auftaktveranstaltung der Förderlinie "Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung" des Bundesministeriums für Bildung und Forschung (BMBF)}}}, year = {{2018}}, } @inproceedings{37749, author = {{Löper, Marwin Felix and Hellmich, Frank and Hoya, Fabian Karl and McAnaney, Jessica and Schulze, Jan Roland and Blumberg, Eva and Schwab, Susanne}}, publisher = {{Bergische Universität Wuppertal}}, title = {{{"The Effectiveness of a Collaborative Learning Environment to Foster Pre-service Teachers’ Self-Efficacy Beliefs concerning Inclusive Education". Posterpräsentation auf der Conference "Teacher Efficacy and Inclusive Education"}}}, year = {{2018}}, } @inproceedings{37737, author = {{Hellmich, Frank and Löper, Marwin Felix and Hoya, Fabian Karl and Blumberg, Eva and Schwab, Susanne}}, publisher = {{University of Potsdam}}, title = {{{Pre-service teachers’ training for inclusive science learning in primary school. Poster Presentation. EARLI SIG 15 `Special Educational Needs´. "Inclusive education´: An integrated research framework on disability, diversity and heterogeneity in education"}}}, year = {{2018}}, } @inproceedings{37728, author = {{Löper, Marwin Felix and Hoya, Fabian Karl and Blumberg, Eva and Schwab, Susanne and Hellmich, Frank}}, publisher = {{ Leuphana Universität Lüneburg}}, title = {{{Kooperatives Lernen von Lehramtsstudierenden für den inklusiven Sachunterricht der Grundschule. Posterpräsentation auf der 83. Tagung der Arbeitsgruppe Empirische Pädagogische Forschung (AEPF)}}}, year = {{2018}}, } @inproceedings{37742, author = {{Löper, Marwin Felix and Hoya, Fabian Karl and Hellmich, Frank and Blumberg, Eva and Schwab, Susanne}}, publisher = {{University of Wuppertal}}, title = {{{Pre-service teachers’ cooperative learning processes and their qualifications for inclusive science learning in primary school. Poster presentation. 6th International Conference on Inclusion}}}, year = {{2018}}, } @inbook{36390, abstract = {{ Welche Forschungsfelder tun sich in der Sozialen Arbeit auf? Der Band gibt einen systematischen Überblick in die theoretischen Hintergründe und methodischen Zugänge zur Erforschung der gesellschaftlichen Bedingungen, der Organisationen und AdressaLinnen, der professionellen Praxis sowie der Wirkungen der Sozialen Arbeit und illustriert dies an zahlreichen Beispielen aus der Forschungspraxis. }}, author = {{Kuhn, Melanie and Landhäußer, Sandra}}, booktitle = {{Forschungsfelder der Sozialen Arbeit }}, editor = {{Bastian, Pascal and Lochner, Barbara}}, isbn = {{978-3-7639-6379-9}}, pages = {{S. 45--69}}, title = {{{Die gesellschaftlichen Bedingungen Sozialer Arbeit erforschen}}}, year = {{2018}}, } @inbook{40595, author = {{Pieper, Catania and Kottmann, Brigitte and Miller, Susanne}}, booktitle = {{System. Wandel. Entwicklung. Akteurinnen und Akteure inklusive Prozesse im Spannungsfeld von Institution, Profession und Person}}, editor = {{Feyerer, Ewald and Prammer, Wilfried and Prammer-Semmler, Eva and Kladnik, Christine and Leibetseder, Margit and Wimberger, Richard}}, isbn = {{978-3-7815-2225-1}}, pages = {{293--297}}, publisher = {{Klinkhardt}}, title = {{{Kritisch-reflexive Praxiserfahrungen in der Grundschule: Das Projekt "Schule für alle"}}}, year = {{2018}}, } @inbook{40605, author = {{Grüter, Sandra and Kottmann, Brigitte}}, booktitle = {{Kinder beim Übergang begleiten. Von der Anschlussfähigkeit zur gemeinsamen Verantwortung}}, editor = {{Lassek, Maresi and Gutzmann, Marion}}, pages = {{82--100}}, publisher = {{Grundschulverband}}, title = {{{"Das Beste für mein Kind": Eltern im Übergang zwischen Vorfreude, Sorge und Erwartungsdruck}}}, year = {{2018}}, } @article{40606, author = {{Kottmann, Brigitte and Miller, Susanne and Zimmer, Marianne}}, issn = {{1865-3553}}, journal = {{Zeitschrift für Grundschulforschung}}, number = {{2018}}, pages = {{23--38}}, title = {{{Macht Diagnostik Selektion?}}}, doi = {{10.1007/s42278-018-0008-2}}, volume = {{1}}, year = {{2018}}, } @article{41162, author = {{Plöger, Wilfried and Scholl, Daniel and Seifert, Andreas}}, journal = {{Journal of Education for Teaching}}, number = {{4}}, pages = {{415--430}}, title = {{{The quasi-experimental attitude of teachers: The development of a questionnaire.}}}, volume = {{44}}, year = {{2018}}, } @article{40492, author = {{Sackel, Johanna}}, issn = {{0340-8728}}, journal = {{Vierteljahrschrift für Sozial- und Wirtschaftsgeschichte}}, keywords = {{Economics, Econometrics and Finance (miscellaneous), Sociology and Political Science, History, Cultural Studies}}, number = {{2}}, pages = {{183--200}}, publisher = {{Wissenschaftliche Verlagsgesellschaft mbH}}, title = {{{„Rationale Fischerei“? Das Konzept des Maximum Sustainable Yield im Spannungsfeld von Ökonomie und Ökologie}}}, doi = {{10.25162/vswg-2018-0005}}, volume = {{105}}, year = {{2018}}, } @article{28981, abstract = {{What does it mean to explain data patterns? Cognitive psychologists and other scientists face this question when observable phenomena have to be explained in theoretical terms. Frequentist null-hypothesis testing – one prominent approach in psychology – controls error rates. Machine learning – an alternative prominent outside of, but not yet inside psychology – focuses on precise predictions. However, both alternatives often provide little insight into the data. We propose a combination of formal modeling and Bayesian statistical inference to ground explanations in data analysis. We support this approach by reference to philosophy of science and discussions of the current methods crisis in several empirical sciences and illustrate it with an example from visual attention research.}}, author = {{Krüger, Alexander and Tünnermann, Jan and Rohlfing, Katharina and Scharlau, Ingrid}}, journal = {{Archives of Data Science, Series A}}, pages = {{1 -- 27}}, title = {{{Quantitative Explanation as a Tight Coupling of Data, Model, and Theory}}}, doi = {{10.5445/KSP/1000087327/10}}, volume = {{5}}, year = {{2018}}, } @inproceedings{17557, abstract = {{Previous work by [1] studied gesture-speech interaction in adults. [1] focussed on temporal and semantic coordination of gesture and speech and found that while adult speech is mostly coordinated (or redundant) with gestures, semantic coordination increases the temporal synchrony. These observations do not necessarily hold for children (in particular with respect to iconic gestures, see [2]), where the speech and gesture systems are still under development. We studied the semantic and temporal coordination of speech and gesture in 4-year old children using a corpus of 40 children producing action descriptions in task oriented dialogues. In particular, we examined what kinds of information are transmitted verbally vs. non-verbally and how they are related. To account for this, we extended the semantic features (SFs) developed in [3] for object descriptions in order to include the semantics of actions. We coded the SFs on the children’s speech and gestures separately using video data. In our presentation, we will focus on the quantitative distribution of SFs across gesture and speech. Our results indicate that speech and gestures of 4-year olds are less integrated than those of the adults, although there is a large variability among the children. We will discuss the results with respect to the cognitive processes (e.g., visual memory, language) underlying children’s abilities at this stage of development. Our work paves the way for the cognitive architecture of speech-gesture interaction in preschoolers which to our knowledge is missing so far. }}, author = {{Abramov, Olga and Kopp, Stefan and Nemeth, Anne and Kern, Friederike and Mertens, Ulrich and Rohlfing, Katharina}}, booktitle = {{KOGWIS2018: Computational Approaches to Cognitive Science}}, keywords = {{Speech-gesture integration, semantic features}}, title = {{{Towards a Computational Model of Child Gesture-Speech Production}}}, year = {{2018}}, } @inbook{41156, author = {{König, Johannes and Darge, Kerstin and Klemenz, Stefan and Seifert, Andreas}}, booktitle = {{Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung.}}, editor = {{König, Johannes and Rothland, Martin and Schaper, Niclas}}, publisher = {{Springer VS}}, title = {{{Pädagogisches Wissen von Lehramtsstudierenden im Praxissemester: Ziel schulpraktischen Lernens?}}}, year = {{2018}}, } @inproceedings{37748, author = {{Görel, Gamze and Hoya, Fabian Karl and Löper, Marwin Felix and Albers, Timm and Hellmich, Frank}}, publisher = {{Goethe-Universität Frankfurt am Main}}, title = {{{KinU. Kompetenzentwicklung im inklusiven Unterricht. Posterpräsentation bei der Auftaktveranstaltung der Förderlinie "Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung" des Bundesministeriums für Bildung und Forschung (BMBF)}}}, year = {{2018}}, } @inproceedings{37741, author = {{Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{University of Wuppertal}}, title = {{{Does the parental role model behavior play an important role for children’s attitudes towards peers with learning disabilities? Paper presentation. 6th International Conference on Inclusion}}}, year = {{2018}}, } @inproceedings{37740, author = {{Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{Free University Bolzano}}, title = {{{The Role Of Primary School Students’ Perceptions Of Their Parental Behavior For Their Attitudes Towards Peers With Learning Disabilities. Single Paper. ECER 2018}}}, year = {{2018}}, }